I'm the oldest of four children, and have a brother and two sisters. My brother just graduated from Bowling Green with a license to teach Secondary Social Studies, and is currently looking for a full time teaching job. My oldest sister is a senior at Ohio University, and is studying International Business and Marketing. My youngest sister is in 8th grade at Fairfield Middle School.
I also graduated from Fairfield in 2004. I graduated from Bowling Green myself in 2008 with a degree in Sport Management and Marketing. I worked for the NFL for several years, and organized events on-site for three Super Bowls. I also lived in NYC for a year and worked as a freelance event coordinator for companies like the Bravo television network, as well as Dreamworks. I moved back to the CIncinnati area and worked for the YMCA organizing sport leagues and overnight camp activities. I enjoyed working with the kids so much that I decided I'd like to transition into becoming a classroom teacher.
I'm currently getting my licensure in Secondary Language Arts, while working on my Masters in Curriculum and Instruction at the same time. I'm currently in my second year as a substitute teaching for the Fairfield City School District, and am completing a 6 hour/week practicum at Hamilton High School.
Webquest
I'm not really sure what "adding a webquest" to out Wiki means, so I'm assuming we're supposed to add a link to a Webquest that we've found on-line.
Title of Webquest: Which Road Did You Take, Robert Frost?
Description: Game that takes students through life in the times of Charles Dickens
Student's Name: David Mosure
ISTE Reflection #1:
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
We've been discussing in my other education classes the need to make content relevant to students. One way to do that is to incorporate tools and resources that reflect what students are interested in outside of school. Many students use the internet on a daily basis; their activities range from independent research on things that interest them, playing games, and using social networks. As I've been working on my own unit for another class, I've found it helpful to use search engines like "nettrecker" to find resources on the subject that will interest students. I actually used this resource to find the "Survive Dickens' London" game that I posted above. During a 4-5 week unit, I've been able to find contemporary tools and resources for a variety of purposes throughout my unit on Victorian Literature. These resources help maximize content learning by giving students additional knowledge in a format they're familiar with, as well as helping students remain engaged and active in the lessons.
ISTE Reflection #2:
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
We've talked at length about in our Computer Tools class about resources we can use to help students become more engaged in our classrooms. Part of this engagement is making sure that we choose resources that allow our activities to be learner-centered, not teacher-centered. By giving students more control over their own learning in a classroom, we instill in them a degree of autonomy and responsibility. Part of the way we do this is by making sure that all of our activities provide equitable access to the digital tools and resources in our lesson plans that utilize technology. We spent a portion of a class session practicing ways to organize an activity that provides students with equitable access to whatever technology we had in the classroom. Each group was given a unique scenario (with different numbers of students, different access to technology, and different class settings), and charged with structuring our classroom activities in response to these limitations and opportunities. While the exercise was hypothetical, it forced us to think of different ways to present material based on student learning tendencies and the digital tools and resources that we were provided for the lesson. As a teacher who will probably end up working in a school district that lacks the resources to provide a computer for every student, I need to be cognizant of the technological limitations that I will face in my career. By incorporating an awareness of these limitations into my lesson plans now, I'll be more prepared to face them in the future.
Hi,
I'm the oldest of four children, and have a brother and two sisters. My brother just graduated from Bowling Green with a license to teach Secondary Social Studies, and is currently looking for a full time teaching job. My oldest sister is a senior at Ohio University, and is studying International Business and Marketing. My youngest sister is in 8th grade at Fairfield Middle School.
I also graduated from Fairfield in 2004. I graduated from Bowling Green myself in 2008 with a degree in Sport Management and Marketing. I worked for the NFL for several years, and organized events on-site for three Super Bowls. I also lived in NYC for a year and worked as a freelance event coordinator for companies like the Bravo television network, as well as Dreamworks. I moved back to the CIncinnati area and worked for the YMCA organizing sport leagues and overnight camp activities. I enjoyed working with the kids so much that I decided I'd like to transition into becoming a classroom teacher.
I'm currently getting my licensure in Secondary Language Arts, while working on my Masters in Curriculum and Instruction at the same time. I'm currently in my second year as a substitute teaching for the Fairfield City School District, and am completing a 6 hour/week practicum at Hamilton High School.
Webquest
I'm not really sure what "adding a webquest" to out Wiki means, so I'm assuming we're supposed to add a link to a Webquest that we've found on-line.
Title of Webquest: Which Road Did You Take, Robert Frost?
Contributor: Kathy Schrock
Subject Matter: Robert Frost biography/literature
Grade Level: 9-12th
Link: http://kathyschrock.net/webquests/GILL/index.htm
Technology Used: Internet access
Description: Students use their internet research skills to create a life map for Robert Frost
Student's Name: David Mosure
Title of Game: SURVIVE DICKENS' LONDON
Contributor: BBC
Subject Matter: Victorian Literature
Grade Level: 9-12th
Link: http://www.bbc.co.uk/arts/multimedia/dickens/
Technology Used: Flash/web based game
Description: Game that takes students through life in the times of Charles Dickens
Student's Name: David Mosure
ISTE Reflection #1:
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
We've been discussing in my other education classes the need to make content relevant to students. One way to do that is to incorporate tools and resources that reflect what students are interested in outside of school. Many students use the internet on a daily basis; their activities range from independent research on things that interest them, playing games, and using social networks. As I've been working on my own unit for another class, I've found it helpful to use search engines like "nettrecker" to find resources on the subject that will interest students. I actually used this resource to find the "Survive Dickens' London" game that I posted above. During a 4-5 week unit, I've been able to find contemporary tools and resources for a variety of purposes throughout my unit on Victorian Literature. These resources help maximize content learning by giving students additional knowledge in a format they're familiar with, as well as helping students remain engaged and active in the lessons.
ISTE Reflection #2:
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
We've talked at length about in our Computer Tools class about resources we can use to help students become more engaged in our classrooms. Part of this engagement is making sure that we choose resources that allow our activities to be learner-centered, not teacher-centered. By giving students more control over their own learning in a classroom, we instill in them a degree of autonomy and responsibility. Part of the way we do this is by making sure that all of our activities provide equitable access to the digital tools and resources in our lesson plans that utilize technology. We spent a portion of a class session practicing ways to organize an activity that provides students with equitable access to whatever technology we had in the classroom. Each group was given a unique scenario (with different numbers of students, different access to technology, and different class settings), and charged with structuring our classroom activities in response to these limitations and opportunities. While the exercise was hypothetical, it forced us to think of different ways to present material based on student learning tendencies and the digital tools and resources that we were provided for the lesson. As a teacher who will probably end up working in a school district that lacks the resources to provide a computer for every student, I need to be cognizant of the technological limitations that I will face in my career. By incorporating an awareness of these limitations into my lesson plans now, I'll be more prepared to face them in the future.